Overview of the Task: Students will construct set model for a 10 minute play. They will present and justify the final product against the style of theatre studied e.g. ‘Theatre of the Absurd’ + the critique of a chosen theatrical set design.
Formative Assessment
Annotated research notes in DW A1
Final product evaluation C1
Midway reflection and peer feedback C3, C1
Final reflection and evaluation C1, C2
Creation of sketches, ideas, designs and then final creation of their design B1, B2
Ongoing reflections D1, D2, D3, D4
Criterion A Knowledge and Understanding. Maximum: 8 Students should be able to:
IB Descriptor
Clarified Descriptor
demonstrate knowledge and understanding of the art form studied in relation to societal ,cultural, historical and personal contexts
Is able to link their set desing to a theatrical tradition and the associated societal ,cultural, historical and personal contexts
demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
The justification and links will include specialized language and a description of the process that was gone through to achieve a result
communicate a critical understanding of the art form studied in the context of their own art work.
Student will apply understandings to their own work.
Achievement level
Level descriptor
__
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
The student is able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.
3–4
The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued.
Demonstrates knowledge of set design in one context.
5–6
The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate good knowledge and understanding of the elements of the art form studied.
The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.
Demonstrates knowledge of set design in two contexts.
7–8
The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.
The student is able to communicate a well-developed critical understanding of the art form studied, in the context of his or her own work.
Demonstrates knowledge of set design in three contexts.
Criterian C: Reflection and Evaluation Final Reflection Assignment: 1000-1500 words
IB Descriptor
Clarified Descriptor
reflect critically on their own artistic development and processes at different stages of their work
Find and describe in detail 3 points in the process that you have found easy or challenging. (at least one easy and one challenging)
evaluate their work
Identify and evaluate in detail 3 weaknesses or strengths that you had during this project (at least one strength and one weakness)
use feed back to inform their own artistic development and processes.
What did you learn and how would you improve if you were to do the project again. What tools can you apply to your development as an artist moving forward.
Maximum: 8
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student records his or her artistic development and processes with little reflection.
The student carries out a limited evaluation of his or her work, with guidance.
3–4
The student reflects on his or her artistic development and processes.
The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.
The student attempts to use feedback in his or her artistic development and processes, with guidance.
5–6
The student reflects critically on his or her artistic development and processes at different stages of his or her work.
The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.
The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.
7–8
The student reflects critically and in depth on his or her artistic development and processes at different stages of his or her work.
The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.
The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.
MYP Unit Question: How can I communicate intention and meaning through design?
Design Unit Handouts and Information
Summitive Assessment: Design a set model.
Overview of the Task:
Students will construct set model for a 10 minute play. They will present and justify the final product against the style of theatre studied e.g. ‘Theatre of the Absurd’ + the critique of a chosen theatrical set design.
Formative Assessment
Annotated research notes in DW A1
Final product evaluation C1
Midway reflection and peer feedback C3, C1
Final reflection and evaluation C1, C2
Creation of sketches, ideas, designs and then final creation of their design B1, B2
Ongoing reflections D1, D2, D3, D4
Criterion A Knowledge and Understanding.
Maximum: 8
Students should be able to:
IB Descriptor
Clarified Descriptor
societal ,cultural, historical and personal contexts
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
The student is able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.
The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued.
The student is able to demonstrate good knowledge and understanding of the elements of the art form studied.
The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.
The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.
The student is able to communicate a well-developed critical understanding of the art form studied, in the context of his or her own work.
Criterian C: Reflection and Evaluation
Final Reflection Assignment: 1000-1500 words
IB Descriptor
Clarified Descriptor
little reflection.
The student carries out a limited evaluation of his or her work, with guidance.
The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.
The student attempts to use feedback in his or her artistic development and processes, with guidance.
The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.
The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.
The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.
The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.